“We used to think that one’s IQ was relatively fixed. From the time it could be measured, there was little we could do to raise it, no matter how much stimulation or education we provided. Now we know that one’s IQ is variable and that through mental and emotional nourishment and education, there can be significant improvements. We also know that even with an increase in a student’s IQ, there will be little change in his or her ability to succeed and be happy if the self-concept remains negative. Self-esteem, it seems, is as important to the educational process and quality of life as intelligence. In other words, a student’s ‘I am’s’ are as important as their IQ’s"
What kind of I am’s do you manifest in your classroom?I am a slow learner, or I catch on quickly. “Teachers are like mirrors, constantly reflecting back to students what we think of them.”--Chick Moorman & Nancy Weber Teacher Talk (pgs 54-57)
“We used to think that one’s IQ was relatively fixed. From the time it could be measured, there was little we could do to raise it, no matter how much stimulation or education we provided. Now we know that one’s IQ is variable and that through mental and emotional nourishment and education, there can be significant improvements. We also know that even with an increase in a student’s IQ, there will be little change in his or her ability to succeed and be happy if the self-concept remains negative. Self-esteem, it seems, is as important to the educational process and quality of life as intelligence. In other words, a student’s ‘I am’s’ are as important as their IQ’s"
What kind of I am’s do you manifest in your classroom?I am a slow learner, or I catch on quickly.
“Teachers are like mirrors, constantly reflecting back to students what we think of them.”--Chick Moorman & Nancy Weber Teacher Talk (pgs 54-57)